THE POTENTIAL OF THE PHILOSOPHY OF DIALOGUE IN THE CONTEXT OF MODERN REFORM OF UKRAINIAN EDUCATION
Journal Title: Наукові праці. Серія "Філософія" - Year 2017, Vol 300, Issue 288
Abstract
The modern educational policy of Ukraine is aimed to a significant sector reforms under the European integration process. The concept of human dignity is introduced, as the central position of the new democratic school, based on the child-centric approach and the pedagogy of cooperation. The theoretical and practical provisions of the new ukrainian school are being developed by many researchers in Ukraine and abroad. However, it is worth pointing out that in this process, it is worthwhile to take into account achievements of advanced pedagogical thought as well as the philosophical theories, the provisions of which resonate with the reformative ideas in education. The pedagogical theory and practice has always been evolved in the context of the prevailing at the date philosophical paradigm and had reflected it. The ideas of the so-called «philosophy of dialogue» of the 20th century, expounded in works of M. Buber, F. Rosenzweig, M. Bakhtin, E. Lévinas, H. Batishchev, V. Bibler, G. Marcel, K. Jaspers, E. Mounier, O. F. Bollnow and other thinkers, are best matched to the reformative tendencies in the Ukrainian education. Thus the purpose of the article is to consider some positions of the philosophy of dialogue which are the most corresponded to the intentions of the reformative movement in the education of Ukraine. If the classical European view of the world of the XVIII – the early XX cc. reflected predominantly the philosophy of individuality, then since the XX c. the general cultural tendencies of interpreting the human existence intersubjectivity on the communicationbasis – the «philosophy of communication» of K. O. Apel, J. Habermas and others – had began to spread. However, even in this case, intersubjectivity was viewed as something objectively given to the human self, regardless of its immanent history. Thus only the philosophy of dialogue had paved the way to the comprehension of the subjectivity from a perspective of the necessity of a radical alteration of oneself in order to create the conditions for the communi-cation with the Other. The article presents some dialogical ideas of M. Buber, K. Jaspers, M. de Unamuno, E. Mounier, H. Batishchev, from which it is possible to draw conclusions useful for the pedagogical practice, that the educational process can be gradually become an interactive collaboration on the basis of the subject-subject dialogue and the achievement of a single tempo of non-linear interaction between the teacher and the student.
Authors and Affiliations
H. Yu. Surina
Keywords
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